Professional Documents
Culture Documents
21 Century Paradigm Shifts Needed by Teachers
21 Century Paradigm Shifts Needed by Teachers
the teacher as the only source of information to teacher as just one source of information
the teacher who is “know all” omniscient, omnipotent to teacher who accepts that he
does not know and can not do all
the learner as “empty vessel” or “empty receptacle” to learner as one of the richest
resources of learning in the classroom and producer of knowledge
the learner as having just two intelligences – linguistic and logical – mathematical to
learner with 8 multiple intelligences
the learner as following one prescribed learning style to learner with various learning
styles
teaching focused on content only teaching concerned with both content and process
teaching for information only to teaching information for formation and transformation
teaching for testing to teaching primarily for learning not just for test purposes
the classroom as the only learning place to the idea that the every place is a learning
place, the whole world as an open classroom
an instruction for the classroom and for grades only to instruction not only for grades but
more for life
COMPETENCY STANDARDS FOR TEACHERS
have the basic and higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning;
have a deep and principled understanding of the learning processes and the role of the
teacher in facilitating these processes in their students;
have a deep and principled understanding of how educational processes relate to larger
historical, social, cultural, and political processes;
have a meaningful and comprehensive knowledge of the subject matter they will teach;
can apply a wide range of teaching process skills ( including curriculum development,
lesson planning, materials development, educational assessment and teaching approaches);
can demonstrate and practice the professional and ethical requirements of the teaching
professions;
can reflect on the relationships among the teaching process skills, the learning processing
in the students, the nature of the content /subject matter, and the broader social forces
encumbering the school and the educational processes in order to constantly improve their
teaching knowledge, skills, and practices;
are willing and capable to continue learning in order to better fulfill their mission as
teachers.
Reference: CMO # 30, s. 2004, “ Revised Policies and Standards for Undergraduate Teacher
Education Curriculum”